王青 副教授
心理与认知科学学院??????


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个人资料
研究方向
开授课程
科研项目
学术成果
荣誉及奖励







个人资料
部门： 心理与认知科学学院
毕业院校：
学位：
学历：
邮编： 200062
联系电话：
传真：
电子邮箱： qwang@psy.ecnu.edu.cn
办公地址： 华东师范大学俊秀楼402室
通讯地址： 上海市中山北路3663号俊秀楼402室

教育经历
June 2013 -University of Bristol, PhD, Educational Psychology,UK,
January 2009 -University of Bristol, MEd, Educational Psychology (wIth Distinction), UK
July 2007 -Shanghai International Studies University, BA, English Education, China


工作经历
Associate Professor in Educational and Coaching Psychology, East China Normal University (Jan. 2018 – Present)
Visiting Assistant Professor, Neag School of Education, University of Connecticut (Jan. – Sept. 2019)
Assistant Professor in Educational Psychology, East China Normal University (Dec. 2013 – Dec. 2017)


个人简介
王青博士于2013年获得英国布里斯托大学（University of Bristol）博士学位（PhD），领域为教育心理学，主要研究方向为教练心理学原理及其在教育领域中的应用（探究性学习、基于问题的学习、积极学习心理品质发展、学习者身份认同等）、积极心理学、正念与教育。创建教育教练研究组（Educational Coaching Research Group）。多次在教练心理学以及教育心理学国际前沿大会上做学术报告。为英国心理学学会（BPS）高级会员（Associate Fellow）、执业心理学家(Chartered Psychologist) ；国际教练心理学学会（ISCP）执业教练心理学家(Chartered Coaching Psychologist)、International Advisory Broad成员；《欧洲应用积极心理学杂志》Consulting Editor。
Dr. Qing Wang focuses her academic research and practice on coaching psychology in the field of education, including theoretical development, model construction and implementation with educators, teachers and students in various learning settings. Her recent research interests involve developing positive learning dispositions (e.g., mindful agency, creativity, authenticity, resilience, etc.) through positive psychology, narrative and mindfulness-based approaches. She is also a Chartered Psychologist with British Psychological Society and a Chartered Coaching Psychologist. Her professional practice of coaching/counselling/consultation facilitates personal growth and development.



社会兼职
Associate Fellow, British Psychological Society
Chartered Psychologist, British Psychological Society
Member, Special Group in Coaching Psychology, British Psychological Society
Professional Member, International Association of Applied Psychology
Chartered Member, International Society for Coaching Psychology
Chartered Member, Chinese Society of Psychology
Chartered Member, Shanghai Society of Psychological Science
Committee Member and Co-Founder, Positive Psychology Division of Shanghai Society of Psychological Science



研究方向
主要研究领域：教育心理学、教练心理学、积极心理学、正念与教育
Educational Psychology; Coaching Psychology; Positive Psychology; Intervention Studies; Mixed-Methods and Qualitative Methodologies in Psychological Research.
Specifically:
Psychological theories of coaching (e.g., cognitive behavioral, solution-focused, motivational interviewing, positive psychology, narrative, and mindfulness approaches)
Coaching for “learning how to learn” in schools and organizations (e.g., mindful agency, creativity, meta-cognition)
Coaching for increasing psychological well-being and fostering character strengths in schools and organizations (e.g., resilience, flow, grit, work-life balance, authenticity)
Mindful leadership and authentic leadership coaching
Mixed methods (using statistical, observational, interview, and pictorial data simultaneously or sequentially) in psychological studies
Qualitative research methodologies (e.g., grounded theory, interpretative phenomenological analysis, action research) in psychological studies
Design coaching models and using interventional design in the evaluation of coaching effectiveness



开授课程
Undergraduate Courses
Positive Psychology (Taught in English in China)
Educational Psychology (Taught in English in the US and in China)
Survey Methods in Psychology (Bilingual)
Research and Practice in Psychology (Bilingual)
Public Psychology (Bilingual)
Graduate Courses
Theories of Cognition, Learning, and Instruction (Taught in English in the US)
Coaching Psychology and Intervention Studies in Educational Coaching (Taught in English in China)
Qualitative Methodologies in Psychological Research (Bilingual)
Advanced Research Methodologies in Psychology (Bilingual)
Current Directions in Developmental and Educational Psychology (Bilingual)



科研项目
2014年上海市浦江人才计划
2014年教育部人文社科青年项目
2015年上海市晨光人才计划
2015年教育部留学归国人员科研基金
2015年、2018、2020年华东师范大学海外发文项目
2018年教育学部高峰项目
2020年本科生课程《积极心理学》获得上海市高校示范性全英语课程称号



学术成果
Journal Articles
Wang, Q.,& Lu, Y. (2020). Coaching college students in the development of positive learning dispositions: A randomized control trial embedded mixed-methods study. Psychology in the Schools, 57(9), 1417-1438. [0]
Pang, W., Lu Y., Long, H.,Wang, Q., & Lin, L. (2020). Three-generational families: Are they beneficial to Chinese children’s creativity? Thinking Skills and Creativity, 35, March 2020, Article No. 100623. [4]
Peng, Y.,& Wang, Q. (2019). The impact of mindful agency coaching and motivational interviewing on the development of positive learning dispositions in undergraduate students: A quasi-experimental intervention study. Journal of Educational and Psychological Consultation, 30(1), 63-89. [2]
Zhao, Y.,Wang, Q.,& Wang, J. (2019). Valuing happiness predicts higher well-being: The moderating role of acceptance. PsyCh Journal, 9(1), 132-143. [0]
Wang, Q.,Wang, R., He, Y., Qiao, M., Wang, X., & Pang, W. (2019). The development of coaching psychology: Theory, research, and practice. Applied Psychology, 25(2), 99-108. (in Chinese). [10]
Wang, L., Long, H., Plucker, J. A.,Wang, Q., Xu, X., & Pang, W. (2018). High schizotypal individuals are more creative? The mediation role of overinclusive thinking and cognitive inhibition. Frontiers in Psychology, 21 September 2018, Article No. 01766. [7]
Wang, Q., Law, H., Li, Y., Xu, Z., & Pang, W. (2017). Awareness and awakening: A narrative-oriented inquiry of undergraduate students’ development of mindful agency in China. Frontiers in Psychology, 21 November 2017, Article No. 02036. [5]
Wang, Q., & Peng, Y. (2017). The psychometric development of Mindful Agency Scale of college students. Journal of East China Normal University (Educational Sciences), 5, 2017, 146-154. (in Chinese). [25]
Wang, L., Xu, X., Wang, Q., Healey, G., Su, L., & Pang, W. (2017). Are individuals with schizophrenia or schizotypy more creative? Evidence from multiple tests of creative potential. Creativity Research Journal, 29(2), 145-156. [12]
Hao, N., Xue, H., Yuan, H.,Wang, Q., & Runco, M. A. (2017). Enhancing creativity: Proper body posture meets proper emotion. Acta Psychologica, 173,32-40. [37]
Wang, Q., Li, H., Pang, W., Shuo, L., & Su, Y. (2016). Developing an integrated framework of problem-based learning and coaching psychology for medical education: A participatory research. BMC Medical Education, 16, Article No. 2. [33]
Wang, Q., Li, H., & Pang, W. (2016). From PBL tutoring to PBL coaching in undergraduate medical education: An interpretative phenomenological analysis study. Medical Education Online, 21(1), Article No. 31973. [18]
Wang, Q.(2016). Art-based narrative interviewing as a dual methodological process: A participatory research method and an approach to coaching in secondary education. International Coaching Psychology Review, 11(1), 39-56. [4]
Hao, N., Yuan, H., Cheng, R., Wang, Q.,& Runco, M. A. (2015). Interaction effect of response medium and working memory capacity on creative idea generation. Frontiers in Psychology,13 October 2015, Article No. 01582. [12]
Wang, Q.,& Millward, I. (2014). Developing a unified psychological model of coaching and mentoring in supporting the learning and development of adolescents. International Journal of Evidenced-Based Coaching and Mentoring, 12(2), 91-108. [18]
Wang, Q. (2013). Towards a systems model of Coaching for Learning: Empirical lessons from the secondary classroom context. International Coaching Psychology Review, 8(1), 35-53. [15]
Wang, Q. (2013). Structure and characteristics of effective coaching practice. The Coaching Psychologist, 9(1), 7-17. [27]
Wang, Q. (2012). Coaching for learning: Exploring coaching psychology in enquiry-based learning and development of learning power in secondary education. Procedia – Social and Behavioral Sciences, 69, 177-186. [22]
Deakin-Crick, R., Jelf, H., Huang, S., & Wang, Q.(2011). Learning Futures Evaluation Final Report. London: Paul Hamlyn Foundation. [3
Books/Book Chapters
Wang, Q.(2019). Coaching Supervision in the Cross-Cultural Context: Lessons from International Schools in China. Invited chapter for The Heart of Coaching Supervision: Working with Reflection and Self-Care. Editors: Eve Turner and Stephen Palmer. London & New York: Routledge. [2]
Wang, Q.(2018). Coaching Psychology for Learning: Facilitating Growth in Education. London & New York: Routledge. [1]
《教练心理学：促进成长的艺术》，华东师范大学出版社，2017年8月，ISBN: 978-7-5675-6504-3



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